Reframing Education for Multilinguals

Implementing a Merdeka Curriculum in Indonesia has not been able to foster critical awareness among students and educators entirely. This research focuses on how integrating Paulo Freire's concept of conscientization in the Merdeka Curriculum can facilitate a more holistic and learner-centered approach to education. In this context, this study uses a literature review approach. The results showed that 1) The integration of critical awareness in the Merdeka Curriculum can be realized through problem-posing methods and dialogical methods emphasizing the importance of critical awareness and reflective action. 2) Applying this method can foster students' critical awareness in developing their knowledge more broadly, empowering students while respecting human values. 3) The involvement of all relevant parties in listening to and understanding the concerns of teachers and staff and active student involvement in the learning process can overcome teacher unpreparedness in implementing the Merdeka Curriculum. In addition, digital platforms and online learning resources can effectively provide education focusing on student empowerment and social awareness. Comprehensive training programs for educators are crucial to overcoming the diversity of teacher competencies.

Academic resilience is one of the keys to helping students with disadvantages to face frustrations and become excellent. Parents and teachers play an important role in educating students and contributing to their academic resilience. The aim of this study was to use TIMSS-2019 data to investigate whether science attitude, parental support, and teacher support foster resilience, and whether the effects differ across countries. A total of 6,176 lower socioeconomic status eighth-grade students and 760 school principals were sampled from Taiwan, Australia, and the United States, and the data were analysed. Structural equation modelling was conducted to explore the relations between personal factors, contextual factors, and science achievement. Further cross-national comparisons were made via multiple group analyses. The findings suggested that science attitudes had a positive effect on science achievement, and this effect was consistent for the three countries. Specifically, parental support had a positive effect on science achievement in Taiwan. In contrast, this effect was not significant in Australia or the United States. Through this study, we were able to uncover the factors that foster students’ resilience in these three countries and provide insight for those parents, educators, and policymakers who would like to enhance students’ resilience.

COUNSELING EDUCATION PRACTICES AT ALHAMDANIYAH ISLAMIC BOARDING SCHOOL IN FOSTERING STUDENTS’ RELIGIOUS MORALITY. This paper attempts to offer the idea of counseling education in Islamic boarding schools as a model of counseling services in fostering religious morality. This study uses field research methods with qualitative descriptive analysis techniques. The research data were analyzed using a deductive approach and an inductive approach with regard to the Counseling Education Practices at Islamic Boarding Schools in Fostering Students’ Religious Morality. The results showed that the counseling education of Alhamdaniyah Islamic boarding school had a contribution in establishing religious services illustrated in the activities including implementing Istighosah and Tahlilan and ta'limul muta’alim lessons. This will contribute in fostering the students' religious morality which includes; students have a religious spirit, students do not forget religious values, have a close tie with Kyai as well as among pesantren and schools. Keywords: Counseling Education, Islamic Boarding School, Religious Morality

In recent decades the discourse about higher education (HE) has been dominated by an instrumentalist view that emphasized the labour market benefits for graduates and the net (social) returns to tax payers for the public funding of HE (Psacharopoulos and Patrinos 2010). Nonetheless, HE’s contribution to students’ development and life is much broader than that through several non-market benefits to graduates, including improved health, improved education prospects for children, and greater longevity (see McMahon 2009). Furthermore, the effects of HE are visible in many civic dimensions, such as strengthened citizenship and civic mindedness and participation in democratic institutions. Thus, in this chapter, we discuss the significance of the civic contribution of HE beyond a narrow version of economic effects and on education practices that foster students’ civic mindedness and civic engagement.

For the last few decades, mathematical modelling has been an important topic in school education. Practical approaches to applying mathematical concepts to real-world scenarios are beneficial to students. The process of seeking solutions to real-world problems could foster students’ inquiry skills and have more impactful advantages. However, the implementation of mathematical modelling in schools presents numerous challenges in terms of finding its practical application. Integrating modelling activities with STEM education benefits students by providing practical applications. This research sought to investigate the growth and development of research activities in the area of the integration of STEM education into mathematical modelling by using a bibliometric approach. We followed the PRISMA guidelines and conducted a thorough search in the Scopus database to find important articles published between 2005 and 2025, looking at the article titles, abstracts, and keywords. We conducted an analysis of 139 relevant articles to investigate the implementation of mathematical modelling in the context of integrated STEM education. We analyzed the data using VOSviewer, which performs co-occurrence analyses of authors and keywords. We used Harzing's Publish or Perish software for citation metrics and analysis and Microsoft Excel for frequency analysis. The results indicate that the United States happened to be the most productive country in this field, with 53.24% of the publications. The most productive authors and institutions also show that more than half of the top ten publications in this area were from the United States. The findings of this study will enhance the understanding of integrating STEM education and mathematical modelling in school. It also demonstrates that the scope of this research is relevant, potentially improving the quality of teaching and learning and supporting future studies in the mathematics education field.

The purpose of this study is to understand achieving and underachieving honors students’ perceptions and experiences of their talent development process. Students currently enrolled in the Honors College at research-intensive public university in the Midwest participated in this study. Gagne’s Differentiated Model of Giftedness and Talent (DMGT, Gagne, 2009) was used as a conceptual framework with a sequential explanatory mixed methods research design. In the quantitative phase, the Academic Talent Development Factor Survey was redeveloped to measure honors students’ perceptions and experiences of their academic talent development in terms of four components of DMGT: gifts, intrapersonal catalysts, environmental catalysts, and developmental process. A total of 174 honors students were assigned to two groups: achieving (n = 143) and underachieving (n = 31) groups. The redeveloped survey showed an acceptable model fit but should be improved to accomplish reasonable reliability and validity. The National Survey of Student Engagement (NSSE, 2011) was used to determine whether honors students with underachievement are less exposed to good practices for undergraduate education (Chickering & Gamson, 1999) than their peers who maintain high academic performance. In the quantitative phase, discriminant analysis and chi-square test results did not yield appreciable differences in pre-college characteristics including gender, ethnicity, and SAT/ACT scores between two groups. In terms of four components of DMGT, discriminant analysis results revealed that developmental process, environmental catalysts, intrapersonal catalysts were statistically significant factors to determine differences between achieving and underachieving honors students in this study. Additionally, discriminant analysis results indicated that achieving and underachieving honors students showed high level of exposure to good practices. The differences between two groups were significant with good practices including (a) faculty interest in teaching and student development, (b) quality of non-classroom interaction with faculty, (c) academic challenge and effort, and (d) challenging classes and high faculty expectations. In the qualitative phase, in-depth interviews were conducted to investigate similar and different patterns between achieving and underachieving honors students. Interview data from eleven achieving students, four underachieving students, and three honors advisors/staff were analyzed. From the student interviews, four composite textural themes and four composite structural themes were identified. From the interviews with staff/advisors, four composite textural themes and four composite structural themes were identified. Qualitative analysis results supported the findings from the quantitative phase and provided detailed picture of participants’ perceptions and experiences. Both achieving and underachieving students confirmed their natural ability but understood the importance of effort, task commitment. Honors students in the achieving group showed clear purpose of being honors students, focused on benefits, and anticipated opportunities in their academic talent development in the honors college Underachieving honors students did not share the same expectations. Honors students in the underachieving group viewed benefits as either unimportant or as additional work. Since few studies exist related specifically to the talent development process of honors students, this study adds to the literature and understanding of underachievement in honors college.

This article presents an exploratory case study examining transformative reflective practice within an intercultural education course at a university in Poland. The study explored how a single course improved undergraduate students’ knowledge, skills, and awareness in navigating intercultural contexts. Motivated by growing research calling for stronger intercultural learning in language education – especially in Poland, where current frameworks do not adequately address these skills – this article highlights the vital role higher education plays in preparing language teachers as intercultural mediators. The exploratory case study involved sixty undergraduate students enrolled in an English Philology programme. Students were engaged in reflective activities focusing on the course’s intercultural contents and their own related experiences. The research findings are organised into three themes, and they provide insights into how reflective practice may influence and foster students’ intercultural learning. Acknowledging the limitations of a single-case study and its exploratory nature, the results may not be generalised to other contexts. Nevertheless, the findings highlight the significant potential of adopting transformative reflective practices in intercultural education. The study concludes by emphasising that such practices can nurture culturally aware and competent language teachers, equipping them to address complex global challenges and promote mutual respect among diverse populations.

This chapter explores the integration of technology in teaching mathematics; for example, Dynamic Geometry Software (DGS), for example a Geometrics sketch pad, helps in teaching and learning geometry at different levels of education. During the past quarter of a century, university-level mathematics teaching has encountered new challenges and this is contributing to changes in teaching practices in higher education. On one hand, we have an increase in the university enrolment of those students interested in STEM (Science, Technology, Engineering and Mathematics) and on the other hand college entry-level students who are inherently weak in mathematics. The National Council of Teachers of Mathematics (NCTM) stated: Technology is essential in teaching and learning mathematics; it influences what is taught and enhances students' learning. Integrating technology into the mathematics classroom can increase students' achievement, increase students' motivation and foster students' positive attitude. The positive effects of mathematics and technology instruction such as Computer-Mediated Learning are becoming more prevalent in mathematics courses.

The rapid escalation of digital disruption has introduced complex challenges to educational environments, ranging from widespread disinformation to ethical dilemmas in digital interactions. While media literacy is frequently addressed through a pedagogical lens, its integration into formal school governance remains underdeveloped. This gap often results in fragmented institutional responses to digital risks, leaving a void in the systematic protection and empowerment of students as digital citizens. This research aims to develop and propose a strategic administrative framework that integrates media literacy into school governance. By shifting the focus from individual classroom practice to institutional policy, the study seeks to establish a sustainable model for fostering robust digital citizenship within educational organizations. The study employed a qualitative research design, utilizing a multi-site case study approach. Data were gathered through in-depth interviews with school administrators, a comprehensive review of institutional policy documents, and focus group discussions involving key educational stakeholders. The analysis focused on identifying administrative barriers and enablers in implementing digital literacy initiatives. The findings indicate that effective media literacy integration requires more than curricular changes; it demands a dedicated administrative commitment through formal policy frameworks, strategic resource allocation, and cross-stakeholder synergy. The research proposes a "Tri-Pillar Administrative Model" consisting of visionary leadership, digital policy infrastructure, and community-based collaboration. These elements collectively transform school governance from a reactive stance into a proactive, resilient system that reinforces digital citizenship as a core institutional value.

The background of this research is the low level of students' causality thinking ability. Students do not understand how a historical event occurs and what the consequences are. This is based on the findings and observations of researchers when carrying out educational field practice at SMAN 13 Padang in the January-June 2020 semester, these findings state that the ability of students to analyze cause and effect is only in a small proportion of students, namely students who have the ability high, while others have not. Students only rely on information from the teacher, they are lazy to read history books. To train and foster students' causality thinking skills, a media that can help is needed, namely the question card media. Media Question Card is a learning media in the form of paper cards containing questions with pictures about the material to be taught. The research method is R&D or Research and Development, the purpose of R&D is to produce products in the form of historical learning media. The results showed that the question card media proved feasible to be applied in high school with data validation tests from causality analysis experts and media experts of 3.5 and 3 validation tests from teachers of 3.5 based on the results of the validation test, it can be concluded that the question card media is feasible. used in history learning.
 Keywords: Question Card Media, Historical Learning, Causality Thinking

<title>Abstract</title> Background The Fundamentals of Nursing is core to China National Nursing Licensure Examination (CNNLE). Clarifying its exam content and evolutionary trends guides evidence-based nursing education and aligns training with licensure requirements. This study analyzed CNNLE Fundamentals of Nursing questions (2011–2024) to optimize teaching strategies and support students’ preparation. Methods A longitudinal analysis design was adopted. Valid Fundamentals of Nursing questions from the 2011–2024 CNNLE were collected, with a final sample of 953 questions. Descriptive analysis was used to examine three key aspects: the proportion of these questions in the total exam, their distribution across course chapters, and temporal trends in cognitive complexity aligned with phases of nursing education reform. Results During the study period, Fundamentals of Nursing questions accounted for 15.1%–35.3% of total CNNLE questions, with recent fluctuations between 24.2%–34.2%. Chapter-wise distribution was significantly imbalanced: “Medication, Infusion, Transfusion and Specimens” consistently had the highest question proportion across all years, highlighting its core assessment status. A statistically significant temporal trend in cognitive complexity was observed across nursing education reform phases (χ²=32.225, P &lt; 0.001). Most chapters focused on basic knowledge and comprehension, while “Admission/Discharge Safety and Occupational Protection” emphasized application skills. Conclusion The question types and variation patterns of CNNLE Fundamentals of Nursing align with modern nursing education and clinical practice requirements. To enhance teaching effectiveness, educators should prioritize key chapters, strengthen clinical practice training, and foster students’ clinical thinking. These findings provide valuable references for the international nursing education community in designing qualification exam questions and adjusting teaching content.

Achieving school effectiveness requires the empowerment of teachers within schools. Teacher empowerment is a critical factor in improving the quality of education, benefiting learners, teachers, schools, and the broader educational landscape. Therefore, the present study aimed to design and validate the managerial factors that influence the empowerment of student teachers. The research employed a sequential exploratory strategy with a mixed-methods approach (qualitative meta-synthesis – qualitative interviews – quantitative validation). Participants in the meta-synthesis phase included all Persian and English books, research studies, and scholarly works conducted in the field of empowerment between 2010 and 2024, resulting in the selection of 61 studies. In the interview phase, participants consisted of experts, professors, and specialists from teacher education universities who were engaged in the development and empowerment of students, student teachers, and related areas of educational development and human capital empowerment. Using purposive and snowball sampling, 17 experts were selected. In the quantitative phase, the statistical population consisted of student teachers enrolled during the 2024–2025 academic year, among whom 90 individuals were selected as the sample. Data collection instruments included a checklist for the qualitative meta-synthesis phase, semi-structured interviews with experts, and a researcher-made questionnaire for the quantitative phase. The validity and reliability of the questionnaires were confirmed by field specialists. For data analysis, thematic analysis was used in the qualitative phase, while descriptive and inferential statistics were applied in the quantitative phase using SPSS and SmartPLS 3.8 software. Overall, the findings indicated that managerial factors influencing the empowerment of student teachers can be conceptualized in three main domains: managerial styles (five components), management tasks (seven components), and managerial competencies (six components). The results of structural equation modeling confirmed the validity of the proposed model. Based on these findings, it appears that the process of enhancing teachers’ capabilities and performance, as well as formulating effective educational policies and practices, strongly depends on professional development activities.

The aim of this research is to analyze the application of Ki Hajar Dewantara's theory in learning in elementary schools. Ki Hajar Dewantara is an Indonesian education figure who has an innovative view of the learning process. This article examines innovative educational practices contained in Ki Hajar Dewantara's theory in the elementary school environment. The research methods used include interviews with teachers and school principals, as well as analysis of documents related to curriculum and teaching methods. The collected data was analyzed using a qualitative approach to understand the context and essence of educational practice. The results of this research show that Ki Hajar Dewantara's theories have a positive impact in increasing learning innovation in elementary schools. Innovative educational practices such as character development, holistic approaches, and student empowerment are seen to be realized in the implementation of this theory. This research contributes to enriching understanding of the application of Ki Hajar Dewantara's theory in the context of basic education. The implications of these findings can be the basis for improving education policies and developing teachers to more effectively implement innovative approaches in the learning process.

Background One approach to promote students’ use of research in future practice involves integrating students’ research use in supervision during practice placements. Studies examining this aspect of supervision in practice placements are lacking. Aim To explore how practice educators perceive and emphasise research in their supervision of occupational therapy students during practice placements. Materials and methods A qualitative study was conducted. A purposive sample was recruited, consisting of participants from community-based health services and hospitals in Norway. We conducted three focus groups and one individual interview with occupational therapists (n = 9). The qualitative data analysis was based on interpretive description. Results We identified four themes: ‘emphasis on research in supervision of students’; ‘practice educators’ research competence and awareness of research’; ‘institutionalisation of research use in everyday practice’; and ‘communication and cooperation between education and practice regarding research’. Despite highlighting several benefits of research use, the practice educators focused rarely on students’ research use in practice placements. Conclusions and significance: Cooperation between practice educators and faculty members regarding students’ training in research use seems essential. Practice educators may need additional training in how research should be emphasised in supervision.

We hypothesized that medical students would be empowered by hemorrhage-control training and would support efforts to include Stop the Bleed® (STB) in medical education. This is a multi-institution survey study. Surveys were administered immediately following and 6 months after the course. This study took place at the Association of American Medical Colleges-accredited medical schools in the United States. Participants were first-year medical students at participating institutions. A total of 442 students completed post-course surveys, and 213 students (48.2 percent) also completed 6-month follow-up surveys. An 1-hour, in-person STB course. Student empowerment was measured by Likert-scale scoring, 1 (Strongly Disagree) to 5 (Strongly Agree). The usage of hemorrhage-control skills was also measured. A total of 419 students (95.9 percent) affirmed that the course taught the basics of bleeding control, and 169 (79.3 percent) responded positively at follow-up, with a significant decrease in Likert response (4.65, 3.87, p < 0.001). Four hundred and twenty-three students (97.0 percent) affirmed that they would apply bleeding control skills to a patient, and 192 (90.1 percent) responded positively at follow-up (4.61, 4.19, p < 0.001). Three hundred and sixty-one students (82.8 percent) believed that they were able to save a life, and 109 (51.2 percent) responded positively at follow-up (4.14, 3.56, p < 0.001). Four hundred and twenty-five students (97.0 percent) would recommend the course to another medical student, and 196 (92.0 percent) responded positively at follow-up (4.68, 4.31, p < 0.001). Six students (2.8 percent) used skills on live patients, with success in five of the six instances. Medical students were empowered by STB and have used hemorrhage-control skills on live victims. Medical students support efforts to include STB in medical education.